The debate over the rapidly growing special educational needs and disabilities (SEND) provision has become increasingly polarised. On one side are those who attribute the sharp rise in conditions requiring special educational support, such as autism and ADHD, to improved awareness and better understanding of neurodevelopmental conditions. Clements acknowledges that diagnoses of conditions classified as a special educational need have risen dramatically and that schools are struggling to cope. While well-intentioned, this emphasis can encourage schools to prioritise documentation and categorisation of pupils’ special educational needs over imparting subject knowledge, no matter how difficult. When too many difficulties are classified as special educational needs, it becomes harder to identify and respond effectively to severe cases.